This paper discusses the role of input as one of the universals in second language acquisition theory. Considerations include how language instructors can best organize and present input and when certain kinds of input are more important. A self-administered program evaluation exercise using relevant theoretical and methodological contributions from different sources is presented to be answered by attending teachers for later use in group work. The following tenets for the organization and teaching of any second language program are: (l) Input has to be comprehensible; the level of language development of the learner will guide the specifics of way and timing of input; (2) Input has to motivate the student; and (3) Input has to be copious. The Central Middle Magnet School (CMMS) (Kansas City, Missouri) Intensive Input Adventure originated in the 1980s in the desegregation mandate of Kansas City as a late immersion experience for 300 students. The CMMS Foreign Language program was organized as a high-input language experience with different levels of intensity with the goal of increasing language proficiency. Strands present in the life of the CMMS program include late immersion (full), continuation immersion (full and partial), language only, and exploratory language. A curriculum plan is given. Planning activity worksheets are attached. (Contains four references.) (CK)